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CHAPTER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

Academic writing is a fundamental skill that students need to develop to succeed in their academic careers. One crucial aspect of academic writing is the use of document sections, which are the different parts of a written document that provide structure and organization to the text. The proper use of document sections is crucial because it helps readers navigate the document and understand its content more effectively. Moreover, using document sections appropriately is essential to conform to the academic conventions and expectations in various fields.

Despite the importance of document sections in academic writing, there is evidence to suggest that students often struggle with their use. Several studies have shown that students have difficulty understanding the purpose and structure of document sections and may use them inconsistently or inappropriately. This inconsistency can result in poorly structured and confusing writing, which can negatively affect students' grades and academic success.

This study aims to investigate the use of document sections by undergraduate students in academic writing. Specifically, the study will examine how students use different document sections and whether their use is consistent with academic conventions. The study will also investigate students' perceptions of the importance of document sections in academic writing and whether they receive adequate guidance on their use.

The research will use a mixed-methods approach, collecting data from a survey of undergraduate students and a sample of written assignments. The survey will ask students about their use of document sections, their perceptions of their importance in academic writing, and the guidance they receive on their use. The written assignments will be analyzed to determine how students have used document sections in their writing.

The research will contribute to the existing literature on academic writing by providing new insights into how students use document sections and how their use can be improved. The findings will be relevant to educators, academic support staff, and students who want to improve their academic writing skills. Moreover, the research will help to identify areas where universities and instructors can provide more explicit instructions and 

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